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Department of Education 

FOR THE 

United States Commission to the Paris Exposition of 1900 



MONOGRAPHS ON EDUCATION 



UNITED STATES 

edited by 

NICHOLAS MURRAY BUTLER 

Professor of Philosophy and Education in Columbia University, Xeroj York 



16 

SUMMER SCHOOLS 
AND UNIVERSITY EXTENSION 

BY 

HERBERT B. ADAMS 

Professor of American and Institutional History in the fohns Hopkins 
University, Baltimore, Maryland 



This Moxograph is contributed to the U^tited States Edccatio:tal Exhibit by 
State of New York 



Department of Education 

FOR THE 

United States Commission to the Paris Exposition or 1900 

Director 

HOWARD J. ROGERS. Albany. N. Y. 



MONOGRAPHS 

UN 

EDUCATION IN THE UNITED STATES 

F.niTKD RY 

NICHOLAS MURRAY BUTLER 

Prtftutr e/ Philosophy and EJueation in Ct/umiia l/Htvtrtitjr, N*w V»rh 



I EDUCATIONAL ORGANIZATION AND ADMINISTRATION — 
Andrew Sloan Draper. Preudtnt of the Univtrsity of lUiitcis, Cham- 
paign, Illinois 

a KINDERGARTEN EDUCATION — Susan E. Blow. Cantnon'ia, Nexv 
York 

3 ELEMENTARY EDUCATION — William T. Harris. UHit4d Statu 

Commissioner of Education, Washinj^ton, D. C. 

4 SECONDARY EDUCATION — Elmer Ellsworth Brown, Professor 

of Education in the University of California, Berkeley, California 

5 THE AMERICAN COLLEGE — Andrew Fleming West. Professorof 

Latin in Princeton University, Princeton, New fersey 

6 THE AMERICAN UNIVERSITY— Edward Delavan Perrv. /ay 

Professor of Greek in Columbia University, Neu> York 

7 EDUCATION OF WOMEN — M. Carey Thomas. President of Bryn 

Mawr College, Bryn Mawr, Pennsylvania 

8 TRAINING OF TEACHERS — B. A. Hinsdale. Professor of the Science 

and Art of Teaching in the University of Michigan, Ann Arbor, 
Michigan 

9 SCHOOL ARCHITECTURE AND HYGIENE — Gilbert B. Morrison. 

Principal of the Manual Training High School, Kansas City, Missouri 

10 PROFESSIONAL EDUCATION — James Russell Parsons, Director of 

the College and High School Departments, University of the State of 
Xew York, Albany, AVr^/ York 

11 SCIENTIFIC. TECHNICAL AND ENGINEERING EDUCATION — 

T. C, Mendenhall. President of the Technological Institute, Worces- 
ter, Massachusetts 

12 AGRICULTURAL EDUCATION — Charles W. Dabney, President 

of the University of Tennessee, Knoxville, Tennessee 

13 COMMERCIAL EDUCATION — Edmund J. James. Professor of Public 

Administration in the University of Chicago, Chicago, Illinois 

14 ART AND INDUSTRIAL EDUCATION — ISAAC Edwards Clarkk. 

Bureau of Education, Washington, D. C. 

15 EDUCATION OF DEFECTIVES — Edward Ellis Allen. Prir 

the Pennsylvania Institution for the Instruction of the Blitu 
brook, Pennsylvania 

16 SUMMER SCHOOLS AND UNIVERSITY EXTENSION — HERBERT B. 

Adams. Professor of American and Institutional History in the fohns 
Hopkins University, Baltimore, Maryland 

17 SCIENTIFIC SOCIETIES AND ASSOCIATIONS —JAMRS M(Kffn 

Cattell. Professor of Psychology in Columbia University, AVt.' ' 

18 EDUCATION OF THE NEGRO — Booker T. Washington. /' 

of the Tuskegee Institute, Tuskegee, Alabama 

19 EDUCATION OF THE INDIAN — William N. Hailmann. Suptrin- 

t.„.i.„t ,.f V. /,.,,,/f n.jyfon, Ohio 



Departmext of Education 

FOR THE 

United States Commission to the Paris Exposition of 1900 



MONOGRAPHS OX EDUCATION 



UNITED STATES 

EDITED BY 

NICHOLAS MURRAY BUTLER 
Professor of Philosophy and Education in Columiia University, Xeuj York 



16 

SUMMER SCHOOLS 
AND UNIVERSITY EXTENSION 



HERBERT B. ADAMS 
•/ 
Professor of American and Institutional History in tJie Johns Hopkins 
University, Baltimore, Maryland 



This Monograph is contributed to the Uxitzd States EDrCAXio^TAL Exhibit by 
State of New Yosk; 






Copyright by 

J. B. LYON COMPANY 

1899 



CONTEXTS 



CHAUTAUQUA SYSTEM OF POPULAR EDUCATION PAGE 

The place 3 

Von Hoist on Chautauqua 3 

The Chautauqua salute 4 

Gov. Roosevelt at Chautauqua 5 

Tabular view 7 

Chautauqua literary and scientific circles 8 

The various schools 10 

The Chautauqua idea 10 

Influence on England 11 

Opinions of Chautauqua 12 

Religion realized 13 

SELECT TYPES OF SUIDIER SCHOOLS 

Catholic summer school of America, Plattsburg, N. Y 14 

Catholic winter school of America, New Orleans, La 15 

Columbian Catholic summer school, Madison, "Wis 16 

Jewish Chautauqua, Atlantic City, N. J 16 

Summer schools of science 18 

Other types 18 

University of Chicago 19 

Harvard university 20 

UXEVERSITY EXTENSION 

New York beginnings 23 

First state appropriation 24 

University of the state of New York 25 

Home education department 25 

Melvil Dewey on home education 26 

Popular education 27 

University extension results 28 

New York 29 

Philadelphia 30 

Chicago 31 

Benefit to the state 33 

Influence upon the country 34 

Educational extension 34 

Smithsonian institution 35 

Authorities 36 

SELECT BIBLIOGRAPHY. By Frederick William Ashley, A, M 37 



SUMMER SCHOOLS AND UNIVERSITY EXTENSION 



CHAUTAUQUA SYSTEM OF POPULAR EDUCATION 

The place — In America the name " Chautauqua" stands 
for a place, an institution, and an idea. The place is a 
summer town on Lake Chautauqua, in southwestern New 
York. It is a popular educational resort, during the months 
of July and August, for several thousand people, who go 
there from all parts of the country to hear lectures and 
music, to attend class courses of instruction, to enjoy college 
life and open air. Chautauqua is a well-nigh deserted vil- 
lage during nine months in the year, but in the summer sea- 
son it has a cottage and hotel population ranging from 3,000 
to 10,000 people. 

It is a kind of educational Bayreuth for the people ; 
indeed it has become a center of musical and social-economic 
training of no mean order. It is a vast summer encamp- 
ment or canton7iement, 165 acres in territorial extent, on the 
upland terraces of a beautiful lake 18 miles long and from i 
to 3 miles wide, the highest navigable water on the con- 
tinent, 730 feet higher than Lake Erie and 1,400 feet above 
the sea level. Chautauqua was the Indian name for this 
lake, the shores of which are a natural " divide " between 
waters which flow northeastward with the St. Lawrence 
from the great lake district and waters which flow southwest- 
ward to the Mississippi river and the Gulf of Mexico. Chau- 
tauqua is one of the highlands of New York, although it 
lies in the lowly southwest corner of the state, 70 miles 
south of Buffalo, 200 miles north of Pittsburg, and 450 miles 
west from New York city. Chautauqua is connected with 
the Lake Shore route to Chicago and easily reached by 
railroads from the east. 

Von Hoist on Chautauqua — When Von Hoist, the Ger- 
man historian of the United States, was asked what are the 



4 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [824 

most characteristic American sights, he replied : " Go to 
Niagara Falls and then around the corner |of New York 
statej to see Chautauqua," It is certainly a better thing to 
see than the stock yards and pig-sticking of Chicago. Chau- 
tauqua is beautiful for education but not remarkable archi- 
tecturally. The academic village has some useful school 
buildings; a few hundred decent cottages in the woods ; a 
fair hotel called " The Athenaeum ; " a few shops or ** stores ;" 
a plain college building on a hilltop, with a beautiful lake- 
environment ; a so-called "hall of philosophy," which is a 
wooden temple with supporting pillars, open to the summer 
breeze and seating three or four hundred people ; and a 
vast amphitheatre, like a Greek theatre dug out of a hill- 
side, but well roofed, well lighted by electricity, and capable 
of seating five or six thousand people. It is an inspiring 
sight to see a large Chautauqua audience in the afternoon 
or evening. 

The Chautauqua salute — When the presiding officer 
wishes to show special honor to some foreign visitor or dis- 
tinguished lecturer, the audience is requested to give the 
so-called "Chautauqua salute." Immediately thousands of 
white handkerchiefs are waved in the air and suddenly the 
vast amphitheatre seems full of life and motion. The effect 
is picturesque in the extreme. It appeals only to the eye, 
but it surpasses any noisy applause. The custom had a 
natural origin, which is thus explained by Chancellor Vin- 
cent : In the early days of the Chautauqua lake assembly, 
Professor Green, a deaf-mute from Canada, was giving a 
lecture in pantomime, illustrating certain incidents in the 
life of Christ. The performance was so gooil that the audi- 
ence applauded vigorously by clapping their hands. Chancel- 
lor Vincent, realizing that the professor could not hear the 
applause, suggested that the people wave their handker- 
chiefs, which was done amid great enthusiasm. This 
"Chautauqua salute" is now given at many Chautauqua 
gatherings in various local assemblies, but the honor is 
reserved at the central Chautauqua for verj' rare occasions. 



825] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 5 

Governor Roosevelt at Chautauqua — At a recent visit (Aug- 
ust 19, 1899) of the warrior, statesman and historian, Gov- 
ernor Roosevelt, of New York, to Chautauqua, where he has 
long been known as a public historical lecturer, he was 
welcomed by the Chautauqua salute in the presence of 
10,000 people assembled in the vast amphitheatre. In 
response he said from the platform that he came to preach 
the gospel of intelligent work. It is good for ever}-body, 
for parent and child. He appealed to the presiding genius 
of Chautauqua : " Bishop \^incent, nothing has interested 
me more in reading the history of the growth of the west 
than to read what Peter Cartwright and other Methodist 
clerg}'men did to tame the shaggy wilderness and instill a 
love of the higher spiritual life into the minds and heads 
of the tamers of that wilderness. They worked hard. 
They had no easy life. We should emulate them. Look 
back at your own career. Do you not take the greatest 
pride in that portion of your life when you manfully labored 
with all your might? This Chautauqua did not come by 
chance. It is the result, obviously, of years of work. ^ '^ ^ 
You here have had to work long and hard, and noAV there is no 
institution more fraught with g^ood to the nation than this one 
at Chautauqua. ^ ^ ^ i ^^n going to speak soon at the 
Catholic Chautauqua [at Plattsburg] and hope next year to 
speak at the Jewish Chautauqua. Recognize the good quali- 
ties of any man, south or north, Jew or Gentile, provided he 
is a good American." — iVezv York Tribune, August 20, 1899. 

This is certainly the spirit of Chautauqua, which is some- 
thing more than a Xew York local institution. It is national 
and even international in its influence. Governor Roose- 
velt emphasized at Chautauqua the gospel of work, which is 
as old as the motto of the Benedictine monk who said " or a 
et labored Andrew Carnegie once told the students of 
Union college "An honest day's work well performed is 
not a bad sort of prayer."^ 

^Andrew Carnegie's college lectures: " Wealth and its uses;'" "Business;" 
" How I served my apprenticeship." New York : F. Tennyson Neelv, publisher, 
114 Fifth avenue. 



6 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [826 

The institution — Chautauqua should be viewed primarily 
as an unconscious educational adaptation of the old l-'rank- 
ish idea of the folkmote or public open-air assembly The 
historic survival of this ancient institution is seen m the 
American mass meetini^, popular convention, or New Kn^- 
land town meeting. A religious outgrowth of the folkmote 
in the southern states was the camp meeting. The Chau- 
tauqua lake assembly, established in 1874 at Fairpoint, on 
the site of an earlier Methodist camp meeting, still retains 
many religious and some political characteristics of the older 
assemblies. Amid the multiform developments of mod- 
ern Chautauqua, the observer should hold closely to 
the original and central idea of a summer meeting 
for popular educational and religious purposes. The 
institution is a camp meeting for culture and religion. 
Bible study and the biblical training of Sunday school teach- 
ers were originally and still are dominant educational fea- 
tures. When General Grant visited Chautauqua the chan- 
cellor publicly presented him with a Bible. Grant took it 
but characteristically said nothing. The control of the 
institution is in the hands of a legal corporation represent- 
ing religious as well as secular interests. The work is not 
carried on for pecuniary profit to the stockholders, but 
primarily for philanthropic purposes and for Christian popu- 
lar education. 

The highest e.xponent of the institution is its present 
chancellor, Dr. John H. Vincent, one of the two original 
founders. He best represents the broad religious, and 
patriotic spirit of Chautauqua, He infused into it the idea 
that all sound learning is sacred, and that the secular life 
may be pervaded by a religious spirit. Accordingly he has 
added to biblical study and higher training for Sunday 
school teachers the greatest variety of allied subjects; for 
example, history, literature, languages (ancient and mod- 
ern), art, science, music, elocution, physical culture ; in short, 
education in general. 

The following tabular view of the Chautauqua system of 



827] SUMMER SCHOOLS AXD UNIVERSITY EXTENSION 7 

summer study and rational recreation at Chautauqua lake 
and of home ' reading and study was published in bulletin 
No. 29 of the University of the State of New York : 



1^ 

> 

< 

< 

< 
o 



o? 



TABULAR VIEW 

The Chautauqua Literary and Scientific Circle, A four years' course of 
general reading. [Certificate granted. Does not count for degree.] 

Specialized Courses for contin- | ?.\^^°7'' 
ued reading and study. I i-J "^'J^^^' 
[Certificate does not count ] ^rt 
for degree.] I -n.j'. 



(^Pedagogy. Teachers' Reading Union, 



School of Theology. Correspond- 
ence instruction. [Degree 
B.D.] 

Rigid examinations person- 
ally supervised. [No hon- 
orary degrees.] 



Hebrew and Old Testament. 
Greek and New Testament. 
Biblical and doctrinal theology. 
Ecclesiastical history. 
Homiletics and pastoral theology. 
Christian science, life and literature. 



College of Lib- 
eralArts. Cor- 
respond en ce 
instruction in 
prepar a t o ry 
and college 
studies. [De- 
grees of B.A., 
etc.] 



f Latin, Greek, 
French, Ger- 
man, English, 
ma t hematics, 
psycho logy, 
political econ- | 
om)', history, 
physical sci- 
ence, geology 
and biology. 



Sixteen courses 
and rigid per- 
sonally-su- 
per vised ex- 
aminations are 
required to se- 
c u r e the de- 
grees of B.A., 
B.S., etc. 



College of Liberal Arts. 
[No degrees except 
through Correspond- 
ence Department.] 



Personal instruction by 
well-known men in all 
departments mentioned 
under (4) above. 



Correspond- 
ence and 
residence 
combin ed 
complete a 
system of 
academic 
study looking 
toward the 
degrees of 
B.A. and B.S. 



School of Met]wdsinW^^f^'''^°%^'- . . , 
Teaching. 1 Pedagogic principles. 



Teaching. 



( Applications and methods. 



Schools of Sacred \ Study of the Bible as a great classic and inspired 
Literature. { book. 



Classes 



art, music, physical culture, elocution, kindergarten, etc. 



5. Lecture Courses on the f Progressive courses by one lecturer. No 
University-Extension -| extra fee is charged. The attendance is 
model. ( large. 

6. Public Lectures and Addresses by men and women prominent in various 
departments of life. 

7. Recreative and cestJietic elements, concerts, dramatic recitals, stereopti- 
con entertainments, etc. 



The passing visitor will, perhaps, form his opinion of 
Chautauqua from the popular and recreative sides, but he 

should know that, as in an American or English college. 



8 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [828 

which sometimes seems to exist exclusively for athletics and 
Student amusement, there is a good deal of serious academic 
work. The bulletin above mentioned, says : " For the many 
there are popular lectures, concerts, entertainments ; for a 
somewhat less number there are philosophical, scientific and 
literary lectures in progressive courses ; for the compara- 
tively few are provided means for careful study under able 
and well-known instructors. The Chautauqua assembly 
should be judged, not by its recreative exercises, but by its 
educational classes. The former attract the crowds from 
which the latter are recruited, and the revenue from the 
many supports the higher departments. All these elements 
combine to form a community life which, as a whole, makes 
for intelligence and arouses interest in higher education." 

The Chautauqua literary and scientific circle (called, for 
short, the "C. L. S. C.,") was founded in 1878, and repre- 
sents the first great popular differentiation from the original 
Chautauqua which was, and is still, a summer educational 
meeting on the Chautauqua lake shore. The C. L. S. C. 
is a well-directed system of home reading in literature and 
science carried on in connection with local reading circles, 
and practically aided by many good suggestions in a monthly 
magazine called The Chautauquan. The course of reading 
occupies four years, which are called respectively the Greek 
year, the Roman, the English and the American, from the 
relative prominence given to the history and literature of 
those four countries. An interesting feature of the course 
for 1 899-1 900 will be a so-called " Reading journey through 
France," published in The Chautatiquan, and taking the 
reader on an imaginary journey through France, introducing 
him to the historical associations of the places visited, and 
thus forming an admirable preparation for a visit to the 
Paris exposition in 1900, or for a more extended study 
of France which the C. L. S. C. will take up two years 
hence. 

The text books on England and the United States, Greece 
and Rome, and other subjects, social and economic, are pre- 



829] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 9 

pared by good writers representing American colleges and 
universities. With all of the four regular courses in history- 
are combined corresponding literary and cultural studies in 
art and religion. Natural science also forms a feature of 
ever}^ course. In the American year, the special subjects 
are, besides religion, American history, literature, govern- 
ment, diplomacy, social institutions and physiology. The 
entire expense for the required books and for the illustrated 
magazine is now about five dollars per annum. In former 
years the text books were purchased at reduced rates from 
regular publishers, but in recent years Chautauqua has main- 
tained its own press and employed its own writers, who 
understand the special needs of a Chautauqua constituency. 
All readers are now registered at the central office of the 
C. L. S. C, in Cleveland. 

The course of reading is carried on in leisure hours by 
Chautauquans at home, but once a week they come together 
in local circles in neighborhoods and villages all over the 
country and, under the best local guidance they can find 
devote an evening to the discussion of topics suggested by 
The Chautauquan and other private reading. The number 
of these local reading circles during the past twenty years 
has been about 10,000. The total enrollment of Chautauqua, 
readers has been about a quarter of a million. Of course, 
by far the larger number fail to complete the four years' 
course, but it is estimated that about one-half have done 
consecutive reading for two years. A saving remnant of 
perhaps 40,000 continue to the end and win a simple certifi- 
cate testifying to the fact that they have completed the four 
years' course of Chautauqua reading. There is no degree 
awarded to the holders of these certificates, but the gradu- 
ates of the C. L. S. C. are encouraged to form local educa- 
tional clubs and to continue along lines of special historical 
and literar\' study. For example, this very year (1899) the 
writer, who is a member of the " educational council " of 
Chautauqua, was asked to recommend a course of reading 
in Russian history. There are literally scores of specialized 



lO SUMMER SCHOOLS AND UNIVERSITY EXTENSION [83O 

courses for cointinued reading and study in history, litera- 
ture, science, art, and education. 

Schools — Next in importance to the C. L. S. C. are the 
summer classes or so-called " schools," wherein definite class 
instruction is carried on at Chautauqua by well-known col- 
lege professors during the summer season. A great variety 
of regular and advanced work is offered. Work begun 
under competent direction at Chautauqua may be con- 
tinued by correspondence with the professor or representa- 
tive of the " school " throughout the year. This combined 
v/ork done in residence and by correspondence may, in a 
few rare cases, lead to the degree of bachelor of arts or 
bachelor of science, conferred, however, only after searching 
tests. The degree giving power is vested in the regents of 
the University of the State of New York whose academic 
honors are better guarded by state examinations than by 
some academic corporations in America. 

The various "schools" at the central Chautauqua are the 
following : 

(i) School of English language and literature ; (2) school 
of modern languages ; (3) school of classical languages ; 
(4) school of mathematics and science ; (5) school of 
social sciences ; (6) school of pedagogy ; (7) school of reli- 
gious teaching ; (8) school of music ; (9) school of fine arts ; 
(10) school of expression; (11) school of physical educa- 
tion; (12) school of domestic science ; (13) school of prac- 
tical arts. 

The Chautauqua idea — Much has been said and written 
concerning the " Chautauqua idea." Bishop Vincent is the 
best exponent of the original conception of the institution 
and he has attempted to define it in various publications. 
In a book entitled "The Chautauqua movement" and pub- 
lished by the Chautauqua press in 1886, Bishop Vincent 
said : " The full-orbed ' Chautauqua idea ' must awaken in all 
souls a fresh enthusiasm in true living, and bring rich and 
poor, learned and unlearned in neighborship and comrade- 
ship, helpful and honorable to both. Education, once the 



831] SUMMER SCHOOLS AND UNIVERSITY EXTENSION II 

peculiar privilege of the few, must in our best earthly estate 
become the valued possession of the many. * * * 'pj^^ 
theory of Chautauqua is that life is one and that religion 
belongs everywhere. Our people, young and old, should con- 
sider educational advantages as so many religious opportuni- 
ties. Every day should be sacred. * * ♦ Chautauqua 
pleads for universal education ; for plans of reading and 
study; for all legitimate enticements and incitements to 
ambition, for all necessary adaptations as to time and topics ; 
for ideal associations, which shall at once excite the imagina- 
tion and set the heart aglow. » * ♦ Show people no 
longer young that the mind reaches its maturity long after 
the high school days end, and that some of the best intellec- 
tual and literary labor is performed in and beyond middle life. 
College halls are not the only places for prosecuting courses 
of study. College facilities are not the only opportunities 
for securing an education. A college is possible in everyday 
life if one choose to use it ; a college in house, shop, street, 
farm, market, for rich and poor, the curriculum of which runs 
through all of life, a college which trains men and women 
everywhere to read and think and talk and do ; * * * 
this is the ' Chautauqua idea.' " 

Professor Albert S. Cook, of Yale university and a well- 
known Chautauqua lecturer, in an article on " Chautauqua : 
its aims and influence," published in The For2C7n, August, 
1895, says of the "Chautauqua idea" : "As nearly as I can 
formulate it, it is something like this : A fraternal, enthusi- 
astic, methodical, and sustained attempt to elevate, enrich, 
and inspire the individual life in its entirety, by an appeal to 
the curiosity, hopefulness, and ambition of those who would 
otherwise be debarred from the greatest opportunities of 
culture and spiritual advancement. To this end, all uplift- 
ing and stimulating forces, whether secular or religious, are 
made to conspire in their impact upon the person whose 
weal is sought. * * * q^^ ^^ wonder that Chautauqua 
is a sacred and blessed name to multitudes of Americans ? " 

Dr. Merrill E. Gates once said : " The true significance of 



12 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [832 

the Chautauqua movement seems to me not to lie chiefly in 
the great summer gatherings, in the crowded lectures, the 
enthusiastic conferences, and the inspiring commencement 
address at Chautauqua itself, nor in the diplomas awarded 
there. But the Chautauqua circles throughout the land 
mean useful, wisely-directed home reading and intelligent 
general conversation in the home circle wherever their influ- 
ence extends. Not only is it true that neighborhoods which 
have been stagnant for the lack of any common themes for 
conversation higher than the local gossip have been stirred 
to new intellectual life when the circles met to consider the 
facts of science or history and the noble thoughts and per- 
fect forms of the best literature of all time, but in the home 
circle as well, in the family life of thousands of homes, 
children and parents have new themes brought into their 
horizon and talked about with a common interest at the 
table and in the evening." 

Principal A. M. Fairbairn, of Mansfield college, Oxford, 
England, says : " The C. L. S. C. movement seems to me 
the most admirable and efficient organization for the direc- 
tion of reading, and in the best sense for popular instruc- 
tion. To direct the reading during a period of years for so 
many thousands is to affect not only their present culture, 
but to increase their intellectual activity for the period of 
their natural lives, and thus among other things, greatly to 
add to the range of their enjoyment. It appears to me that 
a system which can create such excellent results merits the 
most cordial praise from all lovers of men." 

Sir Joshua G. Fitch, for a long time her majesty's chief 
inspector of the training colleges of England, said to an 
audience of 5,000 people at Chautauqua: " It seems to me 
that you have hit upon one of the most admirable and fruit- 
ful devices ever yet adopted when, by means of reading cir- 
cles and correspondence helps, the solitary student has 
opened to him what he shall read and what use he shall 
make of his reading when he has it. This is a great work 
on which you have often invoked the divine blessing. 



833] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 1 3 

* * * I earnestly trust that it may continue to go on and 
prosper, that this great assembly may be one of the most 
notable agencies by which you may encourage the love of 
truth, the devotion to knowledge, and the help and guidance 
of the people of America." 

Religion realized — It would be a fatal mistake for any 
observer to imagine that religion had been neglected amid 
the multiplication of departments, for in point of fact reli- 
gion, in its spiritual ethical sense, is the very heart of Chau- 
tauqua. In these days of growing secularization and mate- 
rialism, Chautauqua is a good object lesson in what might 
be called a religious survival or revival in concrete, whole- 
some, visible ways. Chautauqua, like Judaism in its best 
estate, is an institution for the promotion of the higher life, 
social and intellectual. " Holiness to the Lord" is an his- 
toric synonym for righteousness in all human relations, 
peace on earth, to men of good will. The Chautauqua 
idea, comprehensively stated, is religion realized in life and 
culture in practical, not merely in theoretical ways or bar- 
ren creeds. Chautauqua cultivates faith and works. 

The American library association held its annual confer- 
ence at Lakewood-on-Chautauqua in July, 1898, where the 
president, Herbert Putnam, then librarian of the Boston 
public, now of the librar)' of congress, paid the following 
deserved tribute to Chautauqua : " The Chautauqua system 
has a most intimate interest to us, as a system of practical 
and economic education, inaugurated by a sincere humani- 
tarianism sustained by an enthusiastic missionary spirit, 
successful in reaching a vast body of individuals not reached 
by more formal processes of education, and successful also 
in bringing these — at least for a time, and even if but super- 
ficially — into touch with the highest in literature and 
achievement." 

Local Chautauquas — There are now scattered throughout 
the United States and Canada more than 300 so-called 
" Chautauquas," ' They are federated with the parent " Chau- 
tauqua" only in filial ways like Greek colonies to their 



14 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [834 

metropolis. The daughter educational societies follow the 
same methods and courses of reading as their alma mater, 
and gladly report to her their progress. Bishop Vincent 
every summer " swings around " at least part of the grand 
Chautauqua circle to encourage these local assemblies. 

SELECT TYPES OF SUMMER SCHOOLS 

Catholic summer school of America^ — For nearly ten years 
the friends of higher education have maintained a Catholic 
summer school for the benefit of teachers and students. 
After meeting in various places, the school finally settled 
down at Plattsburg, New York, on Lake Champlain. In 
1893, the regents of the University of the State of New 
York granted a charter by which this school became a legal 
corporation, and was classified in the system of public 
instruction devoted to university extension. By this charter 
certain advantages are acquired by summer school students 
who wish to prepare for the regents' or state's examinations. 

The objects of the school, officially stated, are to increase 
the facilities for busy people as well as for those of leisure 
to pursue lines of study in various departments of knowl- 
edge. Opportunities for instruction are provided by lectures 
from eminent specialists. Courses are given in anthropol- 
ogy, history, literature, ethics, science, and religion. 

The school itself is beautiful for situation and not far 
from the principal summer hotel on Lake Champlain. The 
Catholic Chautauqua has, however, its own cottage accom- 
modations, a club or casino for social reunions, its lecture 
halls and local book store. The place, like the central 
Chautauqua, is an ideal summer resort and attracts many 
friends of education, both Catholic and Protestant. 

It is pleasant to see the pictures of buildings on the lake 
shore and some of these summer gatherings of the clergy 
who are leading spirits in this popular movement. Dr. 

'A special account of the origin of this new and remarkable movement may be 
found in the author's paper on "Chautauqua." See report of U. S. commissioner 
of education, 1894-95, pp. 1065, 1077. 



835] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 1 5 

Conaty who was long its faithful director is now the elo- 
quent and progressive rector of the Catholic university of 
America. 

Catholic winter schooP — Three or four sessions of the 
Catholic winter school of America have been held at New 
Orleans, one of the most catholic centers of American 
education, secondary, higher and popular. With Tulane 
university, the Howard memorial library and a fine system 
of public schools. New Orleans, for its educational back- 
ground, has a noble record of French Catholic spiritual and 
intellectual activity extending through nearly two centuries, 
from the time of the grand monarch under whose sovereignty 
Louisiana was first colonized and named. The early Catho- 
lic movement in American education is well described by 
Professor Fay in his History of education in Louisiana 
(contributions to American educational history, published 
by the U. S. bureau of education). 

At the Catholic winter school of America popular educa- 
tion is naturally connected with religion. The school is 
opened with pontifical high mass in St. Louis cathedral. A 
bishop from Mexico officiated at the formal opening in Feb- 
ruary, 1898. It is noteworthy that the rector of the Catholic 
university of America, Rev. Dr. Conaty, gave five lectures 
on the relations of the church to the educational movement 
of to-day. This former and well-beloved director of the 
Catholic summer school of America at Cliff Haven, Platts- 
burg on Lake Champlain, has thus served as an educational 
link between the north and the south, between the historic 
shores of Lake Champlain and of the Gulf of Mexico. 
Prof. Alcee Fortier, of Tulane university (one of the best 
romance scholars in America), introduced the educational 

1 Dr. Weeks says (Education report, 1894-95, p. 1484): "As the summer was 
originally chosen because of its comparative freedom and the greater suitability 
of climate in the middle and northern states, so the idea has been reversed in the 
extreme south and we have the Florida Chautauqua held in February and March, 
and the Catholic winter school of America, which held its first session in New 
Orleans, February 16 to March 14, 1896, and was a financial success." Winter 
schools for adults would be expedient in Baltimore and Washington or some other 
cities which are prevented by climatic reasons from attempting summer schools. 



l6 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [836 

program. The distinguished noveHst, F. Marion Crawford, 
also gave a course of literary lectures. In the public instruc- 
tion given at summer schools by these traveled men and 
cosmopolitan spirits there is and must be a peculiar extension 
of the best international and catholic influences. What the 
Co7igres mternational de V enseig^ievieiit des sczefices sociales 
will probably represent at Paris in July, 1900 (the idea, 
namely, of an interchange of personnel between the univer- 
sities and schools of different countries), is already realized 
in some measure by various American institutions, Harvard, 
Johns Hopkins, the Catholic university of America and 
by well-known American summer schools like Chautauqua 
and Philadelphia, some of which institutions ever}^ summer 
call over to this countr^^ celebrated European educationists 
and public lecturers, e. g., Brunetiere, Doumic, George 
Adam Smith, Principal Fairbairn, Professor Mahaffy, Michael 
Sadler, Professor Moulton, F. Marion Crawford and many 
others. 

Columbian Catholic summer school — At Madison, Wis., 
one of the best centers of academic and popular education 
in the great northwest, there assembled in July, 1898, the 
Columbian Catholic summer school with lecturers from 
Washington, D. C, and other seats of educational exten- 
sion. Noteworthy among these public teachers were the 
Rt. Rev. Thomas Gorman, Bishop Spalding, the Catholic 
historian from Peoria, Henry Austin Adams, from the 
Brooklyn institute, who lectures now on Lake Champlain, 
now in New Orleans and now in the lake district of 
Wisconsin. 

Jewish Chautauqua — The third summer assembly of the 
Jewish Chautauqua at Atlantic City, from July 14 to July 
30, offered the following general program of work, which 
continues throughout the year: (i) Popular lectures; (2) 
Chautauqua circles for bible studies ; (3) Chautauqua circles 
for post-biblical studies ; (4) teachers' institute ; (5) general 
conferences ; (6) religious services ; (7) social entertain- 
ment ; (8) preparatory work ; (9) reunion of Chautauquans. 



837] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 1/ 

The Jewish Chautauqua now enrolls over 2,000 members 
in its various local circles in the United States and Canada. 
For summer assembly work it employs the most eminent 
American Hebrew scholars, e.g., Professor Richard Gottheil, 
of Columbia university ; Rev. Dr. Jastrow, of Philadelphia; 
Rev. Dr. Guttmacher, of Baltimore (a graduate student of 
the Johns Hopkins university) ; Rev. Dr. F. De Sola Mendes, 
of New York ; Rev. Dr. Kohler, of New York ; and D. W. 
Amram, of Philadelphia. The Jewish Chautauqua also 
employs various Christian scholars of eminence, for example, 
Rev. Dr. Charles Cuthbert Hall, president of the Union 
theological seminary. New York ; Professor Leon H. Vin- 
cent, the well-known Chautauqua lecturer on literary sub- 
jects, whose themes in 1899 were partially Jewish — 
"Heine" and "Zangwill." This combination of lecturers 
and subjects well illustrates the truly catholic influence of 
the Chautauqua idea. Much attention was paid to education, 
for example. Professor Bamberger, principal of the Jewish 
training school in Chicago, lectured on " Religious educa- 
tion from the view-point of pedagogy." The chancellor of 
the Jewish Chautauqua is the Rev. Dr. Henry Berkowitz, 
whose wholesome and liberalizing influence upon American 
education cannot be too highly praised.'^ 

The original Chautauqua is undoubtedly the most popular 
and best-known type of American summer schools. Its 
example influenced the development of very many others, 
and, perhaps, suggested certain English summer meetings, 
£. g., those of the National home-reading union, at Chester, 
London and other well-known places. The summer meet- 
ings of university extension and their friends at Oxford, 
Cambridge and Edinburgh are truly international in spirit. 
They are the most delightful summer schools in the Eng- 
ligh-speaking world, but Chautauqua remains after more 
than twenty-five years' experience the most democratic and 
largely-attended summer school. It is the earliest continu- 

' A more elaborate account of " National Jewish educational work," by Charles 
S. Bernheimer, was published in the American monthly revieiO of reviezus. New York, 
April, 1897. 



1 8 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [838 

ous school of the kind in the world. . Chautauqua was 
founded in 1874 as an educational assembly, with the pri- 
mary idea of promoting higher and better Sunday-school 
work. While this idea is wisely retained, educational effort 
had been extended over many other fields. We may best 
characterize all Chautauquas as religious summer schools. 

Summer schools of science — In July, 1873, Louis Agassiz, 
the Swiss naturalist, professor in Harvard university, opened 
a scientific summer school on Penikese island, about twenty- 
five miles from Newport. This experiment served to 
develop several young zoologists and gave rise to a suc- 
cession of similar schools of natural science, for example, 
the Chesapeake zoological laboratory, the Marine stations 
at Newport, Wood's Hole and others. The Marine biologi- 
cal laboratory at Wood's Hole, Massachusetts, has com- 
pleted its twelfth year, and is known as the clearing house 
of American scientists. Sooner or later the prominent 
workers appear at this interesting summer school and pay 
tribute by giving public lectures on the trend of their work. 
There are three main departments : (i) Zoology, in charge 
of Professor Whitman, of the University of Chicago ; (2) 
physiology. Dr. Loeb ; and botany, Dr. Davis. See letter 
from Wood's Hole, dated August 12, 1899, in Stmday 
Tribune, following : 

Types of summer schools — Dr. Stephen B. Weeks who 
prepared for the U. S. bureau of education (report of com- 
missioner, 1894-95, pp. 1483-1503) a check list of American 
summer schools, says they " may be roughly divided into 
the following classes according to the phases of education, 
which they emphasize particularly : (i) Schools that teach 
special branches of knowledge as ancient and modern lan- 
guages, literature, psychology, natural sciences, law, medi- 
cine ; (2) schools of the arts, as drawing, industrial art, 
music, oratory, etc. ; (3) professional, normal or schools of 
methods where the training of teachers is the main idea — 
summer schools of pedagogy; (4) general, where all, or 
nearly all, the subjects in the general curriculum of educa- 



839] SUMMER SCHOOLS AND UNIVERSITY EXTENSION I9 

tion are treated ; (5) Chautauqua, where the idea of study 
is united with that of rest and recreation, and where the 
Chautauqua course of reading (C. L. S. C.) is made the 
basis of the educational work. 

''Again, from the standpoint of control, they may be 
divided into several classes : (i) Private, which range in 
scope from a school devoting itself to preparing students for 
college or to making up the deficiencies of common school 
teachers, to a private school of chemistry, law or Bible 
study ; (2) college or university, which are usually more 
general in character ; (3) state, which are generally devoted 
to the training of teachers, are more or less local and even 
migratory in character. In the matter of fees they range 
all the way from the private with fees sufficient to support 
the school to the public state schools which are free." 

In the same report Dr. Weeks says : ** The length of term 
varies in different schools from a few days to three months. 
The tendency to increase the length of time and make as 
much use of the vacation as possible is increasing, and there 
has been a material change in the character of the courses 
offered. At first it was the custom to give many short 
courses or single lectures. It is now the custom to make 
the courses of lectures as continuous and connected as 
possible." 

University of Chicago — The most remarkable and most 
recent development of the summer school idea in America 
is that of the fourth quarter or summer term at the Univer- 
sity of Chicago, where academic work goes straight on 
throughout the year (48 weeks) like any other business. 
President Harper, for many years principal of Chautauqua, 
was probably influenced by its example in devising his plan 
for a summer university course. The result of his excel- 
lent policy is that, while most American colleges and univer- 
sities rest or go to sleep in summer time, Chicago is draw- 
ing students and professors from nearly all of them. Many 
Chicago professors arrange to take their long vacation in 
the winter or spring. Outside seekers after academic knowl- 



20 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [84O 

edge can, therefore, find good men at their Chicago post in 
the mid-summer term. Thus, the summer school idea has 
been fully incorporated by a vigorous and progressive 
American university. 

" Continuous sessions for colleges and universities " was a 
subject presented to the Southern association of colleges 
and preparatory schools, in November, 1898, by Jerome H. 
Raymond, president of West Virginia university, where the 
Chicago system of the summer quarter was introduced that 
very year. President Raymond's favorable account of his 
West Virginia experiment and of its educational advantages 
is printed in the School review, University of Chicago press^. 
February, 1899. Among the advantages enumerated are: 

(i) The new system of four continuous sessions (with a. 
week's recess between successive terms) enables a college or 
university to meet the needs of young men and women who 
are obliged to work their way by teaching during the winter 
months, and can recover lost academic ground by returning 
to college for the summer quarter. 

(2) Professional teachers and others can get some advan- 
tage by a summer sojourn at a university of the West Vir- 
ginia or Chicago type. 

(3) Professors in such a university can take a vacation 
when other academic institutions are in full session and can 
profit by these outside courses. 

(4) The Chicago system enables the student to complete 
his academic work more quickly. 

(5) What business man would equip an extensive plant 
and allow it to lie idle for three months out of every 
twelve ? " Shall we, then, be less zealous to make the 
greatest possible use of the great educational plants ? " 

Harvard summer school — By special request the following 
account of Harvard summer school in the July season of 
1899, was contributed by Miss Elizabeth T. King, president 
of the Arundell club of Baltimore : 

Cambridge possesses nearly every qualification for a sum- 
mer school. The class rooms, laboratories and college 



841] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 21 

library of 400,000 volumes are at hand. The zoological 
and mineralogical museums, the Fogg art museum, and the 
Peabody museum, with its unrivalled Central American, 
Semitic and other collections, are open to the student. The 
boarding houses and some halls are ready ; the majestic and 
varied series of buildings in their beautiful setting of court 
and turf and trees ; the historic and literary associations, not 
only of Cambridge but of all the neighboring region, stimu- 
late the imagination and arouse enthusiasm. 

The beginnings of the school were university lectures 
given on Saturdays to teachers as far back as 1863. Course 
after course has been added and developed, until now the 
university offers forty-seven different courses ranging from 
Greek through modern languages to history, psychology 
and science. There are this year over 700 students, mostly 
college graduates, teachers and special students. The work 
is arranged so that each student is expected to specialize in 
one or at the most two courses, and much outside work is 
required in addition to daily recitations. 

The six weeks' work is equivalent to a half-year's course 
of three lectures a week, and it so counts for Harvard stu- 
dents. A certificate is given at the close which is useful to 
teachers in many states, especially in New York, where a 
summer school certificate is required. 

The fee for each course varies from $15 to $25 and does 
not admit the student to any other advantages beside those 
included in his own work. There is none of the pleasant 
interchange of thought common to most summer schools. 
Even in more elementary work, the university spirit and 
seminary methods of a great center of learning are evident. 
There are, however, admirable general lectures given in the 
evening upon educational and literary topics, such as Ger- 
man secondary education, the drama of to-day, Diirer, the 
abbey of Cluny, the evolution of the conscience, etc. 

At the close of the school an educational conference is 
held to which two students from each class are appointed 
and who prepare a program of conference and discussion. 



22 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [842 

The historic pilgrimages are by far the most interest- 
ing general feature. They are preceded by a lecture 
showing how the civic conscience can thus be cultivated, 
and encouraging students from distant states to go home 
and find their own Mayflowers and Bunker Hills. The 
connection between the literature and history of this rich 
region is pointed out, and twice a week most interesting 
and significant pilgrimages are made to surrounding places 
where the local historical societies and the antiquarians wel- 
come the students. 

This year a new feature has been added in a three weeks' 
course in the divinity school. It is intended for the " intel- 
lectual quickening of the clergy ; " and that this purpose 
was realizable, was at once shown by the enrollment of more 
than 100 clergymen, although at first a very small attend- 
ance had been expected. Eight women have availed them- 
selves of these advantages. Lectures are given on ethics 
and the ideal elements of religion ; on Old Testament his- 
tory including institutions, Babylonian parallels and meth- 
ods of historical investigation ; on church history and 
its development from primitive to Catholic Christianity. 
The most distinguished scholars and theologians from Har- 
vard and other divinity schools have in turn lectured to an 
enthusiastic body of workers and thinkers, and the course 
has been a conspicuous success. 

In general it is remarkable to see what an admirable body 
of special students have been assembled at the school, 
especially from the south and west, and to hear from their 
teachers how good the quality of their work is. The result 
of disseminating the methods and influences of Harvard 
throughout the states and institutions thus brought into 
contact with it cannot fail to benefit both the university and 
the country. Much praise is due the earnest and disinter- 
ested men who give their time to it. 

It is amusing to see how frankly co-educational Harvard 
becomes in summer, and the question naturally arises, if for 
six weeks in summer, why not for six months in winter ? 



843] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 23 

The men and women students board at the same houses, 
work in the same laboratories, study in the same library with- 
out the slightest supervision — but human nature is so 
inconsistent that it will doubtless be some time before this 
logic is convincing. Summer schools are, however, quickly 
and gradually solving many educational problems, and their 
directness of methods, adaptation to practical needs of 
workers, absence of hampering conditions, and quickness of 
response to popular wants make them interesting labora- 
tories for discovering solutions for the educational problems 
of democracy. 

An equally significant feature is the eagerness for knowl- 
edge and desire for enlightened methods in education shown 
by representatives from every part of this great country 
which cannot fail to affect the life of the nation. 

Melvil Dewey on summer schools — "Thousands testify 
after trial that the change of surroundings and occupation, 
the stimulus of cheerful companions interested in the same 
subjects, and the many provisions of our best summer 
schools for healthful recreation, are better preparation for 
hard work the next year than a vacation spent in idleness. 
In brief, it is evident that the tendency is growing among 
teachers to congregate for a few weeks during the long 
vacation." 

UNIVERSITY EXTENSION 

This subject was first publicly presented in the United 
States at a meeting of the American library association in 
their session upon one of the Thousand Islands in Septem- 
ber, 1887. The well-known English system, as adapted to 
American local needs, was promptly taken up by public 
spirited American librarians in Buffalo,' N. Y., in Chicago 
and St. Louis. In all three cities and in many others, west 
and south, the idea was gradually developed and extended 
by the co-operation of university graduates with libraries, 
churches and other local institutions. The subject was first 

^ "An experiment in university extension," by J. N. Larned, Library journal, 
March-April, 1888. 



24 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [844 

publicly presented in Philadelphia, March ii, 1891, at the 
galleries of the Art club, Dr. James MacAlister presiding. 

New York beginnings — In January, 1888, Melvil Dewey, 
then chief librarian of Columbia university, laid the plaa 
before the regents of the University of the State of New 
York, and at the University convocation in Albany, July, 
1888, advocated university extension in connection with 
public libraries. A year later he again brought the matter 
before convocation. In February, 1890, a committee of 
New York colleges and universities urged the regents to 
establish, under state supervision, a system of extension 
teaching. It was further urged that the state should work 
through existing colleges and institutions. 

First state appropriation — In the spring of the following 
year, May i, 1891, a bill was signed by the governor appro- 
priating $10,000 for the state organization of university 
extension. This was on " university day," the historic anni- 
versary of the granting of the original charter of the Uni- 
versity of the State of New York, May i, 1784. Fit augury 
of a new era of public control of the higher education of 
the people ! This grant of $10,000 is absolutely the first 
case on record of a state appropriation for university 
extension. 

It was stipulated by the bill of 1891 that no part of the 
grant should be used for the payment of lecturers, but only 
for purposes of organization, supervision and printing. The 
expense of local lectures was very properly to be defrayed 
by the local constituency. From this auspicious beginning 
there rapidly developed in the state of New York the double 
system of public instruction : (i) University extension from 
the Albany center or popular education by lecturers, accred- 
ited or controlled by university authority, and reporting 
results to the regents ; (2) library extension from Albany 
or popular education by means of well-selected, classified 
libraries suiting definite local needs in connection with local 
lectures or home-study clubs. 

It is possible to follow out both of these lines of educa- 



845] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 25 

tional extension through the valuable and interesting exten- 
sion and library bulletins issued by the University of the 
State of New York and exhibited by the same in illustration 
of this subject. 

The University of the State of New York at first, in 1891, 
made "extension" one of five great departments: (i) 
Regents' ofiice, executive, administrative and supervisory, 
through which educational charters are granted ; (2) exten- 
sion for lecture courses, study clubs, reading circles, for 
extending educational opportunities outside regular teaching 
institutions ; (3) examinations ; (4) state library ; (5) state 
museum. The extension department included all agencies 
for higher education outside the regular teaching institu- 
tions. These agencies were at first distributed in four 
sections: (i) Public libraries and traveling libraries; (2) 
extension teaching, outside regular schools and colleges, or 
" university extension ; " (3) study clubs, for associate study 
and discussion of a common series of topics ; (4) summer 
schools. 

Experience showed the necessity of some modification of 
the above organization. 

The university has now (1899) six main departments: 
(i) Administrative; (2) college ; (3) high school; (4) home 
education in distinction from schools and colleges ; (5) state 
library ; (6) state museum. These are all well illustrated 
in the bulletins and circulars of the University of the State 
of New York. 

"Home education" includes the following six divisions: 
(i) Extension teaching ; (2) study clubs ; (3) exchanges ; (4) 
traveling libraries ; (5) public libraries ; (6) library school. 
The term home education, as employed in the state of New 
York, comprehends that entire group of agencies which pro- 
mote the higher education of adults at home and through 
life, in distinction from the work done by the regular teaching 
institutions such as the university, the college and the school. 
Mr. Melvil Dewey, in his director's report of the New York 
state library for 1897, p. 61, practically identifies "home 



26 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [846 

education " with what the present writer prefers to call sim- 
ply popular education or " educational extension," e. g., from 
an institutional center like a university, a college, a state 
board of public instruction, a church, a public library or a 
people's institute. The published bulletins of the regents 
of the University of the State of New York, by their long 
use of the phrase " extension " have given sanction to the 
idea of established agencies proceeding from some central 
source, e. g., Albany, towards the town, the village, the home 
and the individual. 

Mr. Dewey on home education says: "Our extension or 
home education department has from the first been con- 
ducted in the rooms of the state librarian and under the 
supervision of its director. In the nature of the case this 
was necessary, and we should without hesitation have car- 
ried it on always under the library name had it not been 
thought desirable to use a distinctive name because of the 
initial appropriation of $10,000 for a fuller organization of 
this new work.' Both in print and in addresses I have from 
the first impressed extension societies and conferences and 
those interested in other phases of home education that it 
was in itself naturally so closely allied to the public library 
that it would be folly to dissociate them in administration. 
The library has won its place as an essential part of our 
educational system, and every community of 500 inhabitants 
is coming to feel that it is discredited unless it has a free 
library as well as provision for instruction of its children in 
something more than the three R's. In our own state we 
are quietly studying the distribution of institutions and look- 

'" University extension " act was passed May i, 1891. Home education as a 
descriptive term originated in Albany, 1897, and it was first publicly emphasized 
by Mr. Dewey at the Chautauqua meeting of the American library association, in 
1898. Among the best known types and agencies of " home education " of an 
earlier date were, (i) the " home culture clubs," founded and promoted in North- 
ampton, Mass., by George W. Cable, and by him extended throughout the coun- 
try; and (2) the still earlier "Society for the encouragement of study at home," 
founded by Miss Ticknor of Boston, and long sustained by her circle of friends; 
(3) Catholic home reading circles; (4) the National home reading union of Eng- 
land. The more recent is the Chicago Record's " Home study circle." 



847] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 2"] 

ing forward to a not distant day when there shall be no vil- 
lage of 500 inhabitants in the state which does not have a 
regents school and a public library. The most enthusiastic 
believer in the work of the study clubs, summer schools, 
extension lectures, correspondence teaching and other forms 
of home education will admit the folly of undertaking to 
organize a third educational center in the smaller communi- 
ties. The work will be done best and cheapest by associ- 
ating it either with the high school or the library, and there 
is no question that the library as in itself the most important 
of the agencies for home education is the proper center 
around which the others should be grouped. It has long 
been our habit to think and speak of the work of the state 
library and the extension department as being substantially 
one, and we couple it under the phrase of ' state library and 
home education.' The reasons that led to giving this work 
an independent name in 1891 no longer hold good, and it 
would doubtless be better hereafter for us to make in form 
what we have in fact, a single department for the rapidly 
growing interests of home education. Other states are sure 
to follow New York's leadership, and we shall set a more 
practical and convenient example if the administration is 
understood to belong with that of the library. 

*' While we are so much gratified with what has recently 
been accomplished in this great field, those who best under- 
stand its possibilities realize that this work is now only well 
begun. The public are demanding more and more because 
they are learning that it is possible through the state library 
and home education department to secure more help educa- 
tionally than has ever before been afforded by an equal 
expenditure of time and money." 

Popular education — Undoubtedly a better name than 
" university extension " must be found to describe that class 
of extramural educational activities which Mr. Dewey 
includes under the domestic roof-tree of " home education." 
The objections to this latter term are : (i) The home idea 
does not comprehend the larger social and institutional ideas 



28 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [848 

conveyed by extension teaching, study clubs, public libraries, 
library schools, and educational extension in general ; home 
education is only a part of a larger public education. (2) 
Attention should not be diverted from the varied and uni- 
versal sources of educational power, activity, or supply 
whether in nature, society, university, college, public library 
or peoples' institutes and monopolized by one of the local 
objects of popular education, the ho7ne. (3) Popular educa- 
tion, like freedom, health or salvation is living water spring- 
ing up from many fountains, which cannot be grouped under 
two or three heads like " home," "school," " library," or even 
"university" although all of these terms and others are 
needed for purposes of educational extension. (4) Home 
education is a term not easily translated into a cosmopolitan 
language. Imagine a Frenchman resolving his lucid ''edu- 
cation populaire " or " education des adult es " into " education 
cJiez lui !'' (5) No descriptive term for the education of 
the people is worth considering if it requires debate and 
exposition ; whatever term is finally chosen it must be per- 
fectly clear, self-explanatory, and go straight to the mark as 
does the phrase "popular government." If "educational 
extension " is not sufficiently lucid, what is the objection to 
"popular education?" Dignify this familiar term by asso- 
ciation and ennoble it as men are trying to ennoble democ- 
racy. Noblesse oblige. 

" 'Tis in the advance of individual minds 
That the slow crowd should ground their expectation 
Eventually to follow; as the sea 
Waits ages in its bed till some one wave 
Out of the multitudinous mass, extends 
The empire of the whole, some feet perhaps, 
Over the strip of sand which could confine 
Its fellows so long time: thenceforth the rest, 
Even to the meanest, hurry in at once." 

Browning's "Paracelsus" 

Results in the United States — Limitations of time and 
space, in this connection, forbid more than a passing notice 
of the results of university extension in the United States. 
It has been tried and found wanting in many parts of this 



849] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 29 

country and Canada. The state universities of the west and 
south, for public reasons, early entered their state fields and 
some still hold their own with varying degrees of honor and 
success ; but as an educational movement, university exten- 
sion in America cannot be said to have accomplished all that 
its friends at first hoped. It will probably not die, but 
causes of its diminished zeal are not far to seek: (i) Lack 
of suitable extension lecturers ; (2) lack of financial sup- 
port ; (3) the vast distances to be traversed by university 
men, already overworked ; (4) the necessity and greater 
importance of academic service on college and university 
premises ; and (5) the recognition of better and less expen- 
sive instrumentalities for popular education. 

Among these better and cheaper agencies, which are to be 
elsewhere considered by the present writer, are (i) free illus- 
trated lectures for the people in town and county at city or 
state expense ; (2) education at institutes ; (3) public 
libraries ; (4) traveling libraries and traveling pictures ; 
(5) educational clubs ; (6) vacation schools. All of these 
popular educational movements are growing in America 
more rapidly than is university extension and have already 
surpassed it in practical efficiency. 

Results in New York — Leaving for a more convenient 
form of publication the history of the educational extension 
movement in America, let us notice its three best surviving 
phases, which may be associated with (i) the University of 
the State of New York ; (2) the American society for the 
extension of university teaching (Philadelphia) ; and (3) the 
University of Chicago. 

These three original head centers, Albany, Philadelphia 
and Chicago, still remain the most active and influential 
points of departure for American university extension. All 
three strategic centers have permanently advanced the cause 
in America and have given rise to other and better popular 
educational agencies. The University of the State of New 
York has organized '* home education " and " study clubs," 
with the combined aid of traveling libraries, traveling pic- 



30 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [85O 

tures, extension lecturers and state examiners. All work 
harmoniously and efficiently together under one central 
guidance at Albany. 

The latest report of the extension teaching division of 
the University of the State of New York, June, 1899, shows 
that this organization now includes under the head of 
" extension teaching " whatever is under the immediate 
supervision of a teacher; i. e., extension lecture courses, 
free lectures to the people, institutes both social and gen- 
eral, correspondence instruction in its various forms, summer 
schools, vacation and evening schools. 

During the year 1898-99 there were maintained under 
Albany auspices 36 extension lecture courses at 12 different 
centers, as compared with 21 courses at 13 centers the year 
before. Extension methods were adopted to some extent 
by Dr. H. M. Leipziger in certain of the free lecture courses 
of the people of New York state ; they are growing else- 
where in public favor. These extension features are of 
great pedagogical value: (i) Continuity of course on one 
great theme ; (2) a printed outline of topics ; (3) a class 
conference with the lecturer ; (4) occasional written exer- 
cises ; (5) final written examination ; (6) certificate. 

The greatest practical difficulties in New York, as else- 
where, are : (i) The local financial problem ; (2) the discov- 
ery and engagement of satisfactory lecturers ; (3) the absorp- 
tion of university and college men in their own academic 
duties ; (4) the extent of travel and extra work required 
from busy professors. 

Result in Philadelphia — This city and the whole region 
round about have been quickened to new intellectual life and 
social activity by university extension since its organization in 
1890. Noteworthy is the union of energy, enthusiasm, self- 
sacrifice and devotion to duty, quick insight and skillful 
direction on the part of the leaders of the American society 
for the extension of university teaching. Many experienced 
lecturers have been invited from England to lend expert 
service in the American popular educational cause. Pro- 



851] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 3 1 

gressive and public-spirited institutions have co-operated 
with well-trained, earnest lecturers and their classes of eager 
students. Generous and whole-souled citizens, men and 
women, have hitherto sustained the American society by vol- 
untary subscriptions. Its various series of useful and read- 
able publications, especially The Citizen and The Uni- 
versity extension magazine, have united to promote the 
extension movement, which has accomplished noble, patri- 
otic and helpful service in Philadelphia and throughout the 
middle and eastern states, where it will doubtless endure in 
many grateful and permanent ways. 

Representatives of the American society justly maintain 
that there is a decided advantage in the contact of the 
speaker with the people whom he is teaching. " The living 
teacher is the center of inspiration. He gives them the 
best fruit of wide reading and systematic study ; he not only 
can tell them what to read, but he can rouse an interest by 
his personal conviction and enthusiasm, and he gives an 
opportunity after each lecture for the discussion of any ques- 
tions that arise ; he examines the essays that are written, 
and guides the class study of those who do work between 
the lectures. Compared with fixed plants for doing the 
same sort of thing, university extension is more flexible, and 
has the advantage of mobility. It carries the teacher as 
well as the teaching to the people. The lecturer goes where 
he is needed, and uses any hall or room which will accom- 
modate an audience." 

According to the report published in the extension bulle- 
tin of the University of the State of New York, June, 1899, 
the American society last season gave lecture courses in 14 
different places in Philadelphia, and in 29 different towns 
throughout Pennsylvania and adjoining states. 

The University of Chicago was opened in October, 1892, 
and early made the university extension' division one of the 

^Dr. William F. Poole was one of the fathers of the original Chicago society 
for university extension, and the Newberry library was one of its first centers. 
See article by Dr. Poole in T lie Dial, September i, 1892. 



32 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [852 

main branches of educational effort. Like Philadelphia, 
Chicago enjoyed the hearty co-operation of all friends and 
promoters of the extension movement. The writer was 
present in Washington, D. C, when one of the most expe- 
rienced English extension lecturers. Prof. R. G. Moulton, 
was engaged by President Harper for pioneer work in the 
west. In the personality of President Harper Chicago has 
been singularly fortunate. He inherited the administrative 
training of a professor, schooled at Yale university, Chau- 
tauqua and other summer schools, also in the American 
institute of sacred literature. All of these institutions are 
democratic in their work and methods, national in their 
scope. Dr. William R. Harper, a man from out of the west, 
educated in the east, patriotic in sentiment, fervent in spirit, 
serving in his generation " the god of things as they are," 
and expressing the higher criticism with prudent reservation 
and helpful suggestions, has been the maker of the University 
of Chicago, which was founded and is upheld by the lav- 
ish gifts of John D. Rockefeller. The University of Chi- 
cago is liberal in spirit and municipal in name. Its founder 
and trustees were wise enough not to burden an institution 
of learning with one man's name. Cities and states are 
now lending themselves anew to municipal and state univer- 
sities for baptismal and other public purposes, as cities and 
states have done for the local and national identification of 
the church in all ages of the world. 

President Harper and his trustees early attracted to Chi- 
cago eminent professors from other institutions east and 
west, together with many home-wandering scholars from 
Europe. At least two experienced directors of university 
extension work were called to Chicago from Philadelphia. 
The present head of the extension movement, which may 
be truthfully and tersely characterized as academic expan- 
sion, is the eminent economist, Professor E. J. James, founder 
of the American academy of political and social science. 

Results of Chicago extension — In no small degree, by the 
aid of university extension, with its superior pedagogical 



353] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 33 

methods and its marked adaptations to local needs, has Dr. 
Harper, of Chicago, built up his academic resources and a 
great federal university. Educational extension, lecture 
studies, correspondence courses, affiliation and coeducation, 
have made John D. Rockefeller's institution well known to 
Chicago people, and also to the towns, schools, colleges, 
libraries and churches round about. Under Dr. Harper's 
extension policy the University of Chicago is now surely 
developing a vast academic and national alliance, which will 
perhaps yet reach Washington, D. C, and include the 
Columbian university. 

All non-resident work connected with the University of 
Chicago is conducted through the extension division, which 
provides for different methods : (i) Lecture study courses; 
(2) correspondence courses ; (3) study clubs, and (4) even- 
ing and Saturday classes for Chicago and vicinity. In the 
lecture study courses the university co-operates with existing 
literary organizations. During the year closing June 30, 
1898, 141 such courses, each of six lecture studies, were 
given in 92 different centers, with an aggregate attendance 
of 30»3i5- To these different organizations or communities 
the university sent out small traveling libraries containing 
in all 3,562 books, which have been kept in constant local 
use. Local librarians recognize the beneficial influence of 
these traveling libraries in connection with lecture studies, 
and co-operate with the university in every possible way. 

Benefit to the city — The University of Chicago also 
co-operates with the board of education, and has given in 
the city itself 17 courses of lectures in 13 different public 
school buildings. Of the total number, 10 were systematic 
university extension lecture studies, and the rest were 
arranged, as far as possible, in educational sections. 55 
lectures were illustrated by the stereopticon. 

The extension staff of the University of Chicago has been 
utilized by Professor E. J. James for the purpose of teaching 
public school teachers. Representative branches of knowl- 
edge, history, economics, political and matured science, have 



34 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [854 

been taught as illustrating superior educational methods, 
and a teachers' college, at last accounts, had begun to 
develop in connection with the university. 

Through university influences the board of education in 
Chicago lifted the famous Cook county normal school, with 
the experienced Col. F. W. Parker at its head, into the 
still more honorable position of the Chicago normal school. 
In order to raise the educational profession entirely above 
politics Mrs. Emmons Blaine endowed a school of pedagogy 
in Chicago and called to it from the Chicago normal school 
Col. Parker, who chose 1 7 well-trained teachers, who have 
been given a year s leave of absence for special study and 
preparation in Europe and elsewhere, for their new and 
responsible work. The avowed purpose of the new school 
of pedagogy is by institutional means to develop teachers 
who shall bring the public schools of Chicago to such excel- 
lence that private schools shall no longer be necessary. 

Influence upon the country — The influence of the Univer- 
sity of Chicago upon the whole country, east and west, is 
beyond present estimate. We are- living in the era of 
federations. Colleges and universities in this country as 
well as in Canada and England, are coming into academic 
affiliation. In Chicago and New York great libraries are 
combining or associating together. Colleges and universi- 
ties themselves in America must ultimately follow the federal 
trend of Anglo-American institutional development. 

At the present time our American universities, particu- 
larly the state institutions and the church colleges, have 
their acknowledged spheres of influence. No one institution 
can swallow all its neighbors or establish a great academic 
trust. Historic colleges and universities will doubtless con- 
tinue to live and let live in some capacity ; but Chicago 
university has extended its power far beyond state lines, and 
the end is not yet. 

Educational extension has a great future in the United 
States in connection with live colleges and state universities, 
people's institutes, public libraries, public schools, traveling 



855] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 35 

libraries, traveling museums and traveling pictures. Lately 
a specimen French musee scolaire was brought to Brooklyn, 
where it has attracted great public attention. Like the 
earlier Scotch and English traveling libraries, the school 
museum has also come to stay and it will doubtless soon 
appear in our public schools and town museums. Already 
for years the national museum in Washington, D. C, has 
been distributing to local institutions of science and learn- 
ing its surplus geological and ethnological specimens. The 
various tendencies in educational extension, local, state and 
federal, will undoubtedly merge in a broader current than 
any one university can possibly represent. Nothing will 
suffice, short of a national university, coextensive with the 
nation, like the University of France or its historic prototype 
the University of the State of New York. 

Smithsonian institution — Of all distributing centers of his- 
torical and scientific knowledge in America, there is nothing 
comparable to the Smithsonian institution, that Washington 
clearing house of the publications of the American historical 
association and of the literary and scientific work of all our 
productive colleges, universities and learned academies. Nor 
is there any institution in the United States which can begin 
to accomplish so much for the educational and social better- 
ment of the entire American people than do already the 
various national agencies in the federal city at Washington, 
beginning with congress and continuing through the depart- 
ments of labor and agriculture, and all the social and educa- 
tional ramifications of the United States government in its 
relations with the country at large. 

Authorities — The best account published on "the exten- 
sion of university teaching in England and America" is by 
James E. Russell, Ph. D., published by the University of the 
State of New York in 1895, and shown herewith. Dr. Rus- 
sell well says : " New York takes pride in the fact that the 
first five significant steps in extension history in America 
were all in the empire state, viz. : The library meeting at the 
Thousand Islands, the work at Buffalo, Chautauqua, Brook- 



36 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [856 

lyn and at the capital in connection with the regents. New 
York also claims the distinction of being the first state in 
the world to make university extension an integral part of 
its educational system." Consciously or unconsciously this 
policy is an historical expansion of that Hamiltonian idea of 
university control which the empire state shares with the 
University of France. 

For a detailed study of university extension in America 
the following bibliographical references have been supplied 
at the state library at Albany by Miss Avery. 

1 University of the State of New York — The extension bul- 
letins devoted to that subject and published from year to 
year since the beginning of the movement in America are 
the most comprehensive sources of information. The uni- 
versity early reprinted articles by H. B. Adams on " univer- 
sity extension and its leaders," Review of reviews, July, 
1 89 1, and "university extension in America," The Forum, 
July, 1 89 1. See also Miss Katharine L. Sharp's regents' 
prize essay on " public libraries in relation to university 
extension," published in 1892, as a regents' bulletin, and 
republished by University extension world. 

2 Philadelphia — In Philadelphia a magazine called Uni- 
versity extension was started in 1891. For three years it 
was a news magazine, but in November, 1893, a second 
monthly, The University ext elision bulletin, was started, 
which gave the news side and left the other magazine free 
for discussion of problems connected with the work. In 
March, 1895, the publication of both was stopped and they 
were replaced by The Citizen, devoted to university exten- 
sion in its widest sense. Practically the magazine dealt 
with subjects of interest to the Civic league, and incident- 
ally with extension subjects. The Citizen rendered very 
great service to the educational cause and to the promotion 
of good literature as well as of good government. The 
suspension of the journal in 1898 was widely regretted. 

3 The Chicago University extension society, a city organ- 
ization antedating the organized extension work of the 



857] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 37 

university, published very early a periodical called The 
university extension magazine, which changed its form 
and character four times within a year and a half, and sud- 
denly vanished out of existence. The result was a small 
collection of numbers of various sizes, volumed four times, 
with usually two monthly numbers to a volume. When the 
University of Chicago organized its extension division the 
Chicago magazine was practically replaced by the Univer- 
sity extension world, which was first published as a quarto, 
and contained a good deal of local material. A change in 
the editorial staff resulted favorably for the reading matter 
and the size was reduced. Finally in 1894 the issue was 
changed from a monthly to a quarterly and printed on 
heavy glazed paper with wide margins. Cuts were fre- 
quently inserted and the magazine was changed to a high 
grade quarterly. Unfortunately with the issue for April, 
1895, the magazine stopped, but the occasional publications 
of the university afford sufficient information regarding the 
continuation of extension work down to the present time. 

SELECT BIBLIOGRAPHY 
By FREDERICK WILLIAM ASHLEY, A. M., New York State Library School, Albany 

I Chautauqua 
Adams, Herbert B. Chautauqua, a social ana educational study. 
(See U. S. — Education, Bureau of. Report for 1894-95, v. i, p. 
977-1077) 

A graphic account of what Chautauqua is and what it is doing; its outward 
features clearly pictured and its manifold activities comprehensively treated, 
from historical, social and educational standpoints. Also printed separately. 

Bernheimer, Charles S. National Jewish educational work. (See 
Atnerican monthly review of reviews, Ap. 1897, 15:442-45) 

Includes brief account of the Jewish Chautauqua society. Portraits. 

Boyesen, Hjalmar Hjorth. The Chautauqua movement. (See 
Cosmopolitan, June 1895, 19:147-58) 

Interesting judgment as to social and educational value. Illustrated. 

Chautauqua assembly. Chautauqua year-book for 1895, an official 
publication of the Chautauqua system of education. 130 p. D. 

Chautauqua 1895. 
No more published. 



38 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [858 

Cook, Albert S. Chautauqua, its aims and influence. {S&e.Forumy 
Aug. 1895, 19:689-706) 

Extent and scope of the system fully outlined; objections considered. 

Faxon, Frederick Winthrop, cojup. Chautauqua, a bibliography 
of the lake and assembly. (See Bulletin of bibliography, July 
1898, 1:86-87) 

Fitch, J. G. The Chautauqua reading circle. (See Nineteenth 
centtiry, Oct. 1888, 24:487-500) 

A competent English authority's view of the work and its results. 

Foster, Solemn, ed. Second summer assembly of the Jewish 
Chautauqua society ; official account, issued by resolution of the 
executive committee. 63 p. Q. Phil. 1898. Jewish Chautauqua 
soc. 

Includes brief review of the session, with abstracts of all addresses. 

Habberton, John. Chautauqua, the most American thing in 
America. {'^^^ Ilhistrated Americaii, 20:10-14) 

Illustrated. 

Hale, Edward Everett. Chautauqua. (See Lend a hand, Oct. 
1891, 7:223-30; Sept. 1895, 15:163-67) 

Discursive sketches of the work of the reading circles. 

The Chautauqua literary and scientific circle. (See Century 

magazme, Nov. 1885, 31 = 147-50) 

Outlines the general plan. 

Chautauqua reading circles. (See Ujtitariafi review, Sep. 1887, 

28:233-48) 

Good general view of plans and methods, including course of study for four 
years. 

Harper, William R. The founder of the Chautauqua movement. 
(See Outlook, Sep. 1896, 54:546-50) 

Appreciative judgment of Bishop Vincent's educational work. Illustrated. 

Noble, Frederick Perry. Chautauqua as a new factor in American 
life. (See New England magazine, Mar. 1890, 8:90-101) 

Good description of the several branches of the system with brief satisfac- 
tory consideration of the results accomplished. Illustrated. 

Post, D. H. "Chautauqua". (See Harper s magazine, Aug. 1879, 
59:35c>-6o) 

An interesting early account ; well written ; illustrated. 

Tarbell, Ida. Bishop Vincent and his work. (See McClures maga- 
zine, Aug. 1895, 5:240-56) 

Excellent sketch : well illustrated. 



859] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 39 

Vincent, John H. bp. Chautauqua, a popular university. (See 
Contemporary review, May 1887, 51:725-35) 

Contains suggestions which led to the summer courses at Oxford and Cam- 
bridge in 1888. 

The Chautauqua movement ; with an introduction by Presi- 
dent Lewis Miller. 9+308 p. D. Bost. 1886. Chautauqua 
press. 

The founder's story of Chautauqua's origin, development, aims and methods, 
with a candid discussion of objections. Condensed programmes and brief 
accounts of other assemblies are included. Invaluable. 

Willoughby, Westel W. Chautauqua. (See U. S. — Education, 
Bureau of. Report for 1891-92, v. 2, p. 921-45) 

Historical study, including short accounts of forty other " Chautauquas." 

II Summer Schools 

Adams, Herbert B. The Catholic summer school of America. 
(See U. S. — Education, Bureau of. Report for 1894-95, v. i, p. 
1065-77) 

Clear, accurate and sympathetic account from the inception to the end of 
the fourth year. 

Conventions and summer gatherings. American summer schools, 
1892-9. (See American monthly review of reviews, May 1892, 
5:421-22; May 1893,7:539-42; May 1894,9:539-43; May 1895, 
11:530-34; May 1896, 13:553-55; May 1897, 15:554-55; May 
1898, 17:540-41 ; May 1899, 19:583-85. 

Brief announcements of the more important schools ; the contemporary 
outlook excellently presented from year to year. The first number is by 
Albert Shaw, the editor. Title varies slightly from the above in 1893, '96 
and '97. 

Innovations at the University of Chicago. (See Nation, Oct. 
1892, 55:255-56) 

Doubts the wisdom of the summer term. 

Mosher, Warren F. & Conaty, Rev. T: J. Retrospective and 
prospective views of the Catholic summer school of America. 
(See Mosher s magazine, July 1899, 14:161-70) 

Origin, development and purposes clearly stated, by the secretary and a 
former president. 

Mosher's magazine ; monthly, official organ of the Catholic sum- 
mer school of America and Reading circle union. Jan. 1891- 
date. V. i-date. O. Youngstown, Ohio, 1891-date. 

The Aug. -Sep. double number each year gives a detailed report of the ses- 
sions at Plattsburg, including abstracts of all lectures ; with briefer 
accounts of the Madison school, v. 1-12 bear title Catholic reading circle 



review. 



40 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [860 

Mullaney, Rev. John F. Summer schools and their relation to 
higher education. (See N. Y. (state) — University. Proceedings 
of the 31st university convocation. 1893, p. 484-90) 

The Catholic attitude toward the movement. 

The new home of the Catholic summer school at Plattsburg. 

(See Catholic world, Ap. 1893, 57:67-84) 

Very readable illustrated description of the place and its surroundings. 

N. Y. (state) — Home education department. Summer schools, 
report of the summer schools division, 1894-99. O. Alb. 1894- 
99. (Home education bulletin nos. 8, 9, 13, 19, 25, 30) 

Gives each year specific details of the more prominent schools, not only in 
New York but elsewhere in America and abroad ; with announcements of 
educational conferences, and summer school statistics. An admirable yearly 
survey of the entire field. 

Raymond, Jerome H. Continuous sessions for colleges and uni- 
versities. (See School review, Feb. 1899, 7:117-24) 

Enthusiastic sketch of the plan in operation at West Virginia university. 

The summer school. (See Dial, June 1895, 18:313-15) 

Good brief historical statement. 

Thwing, Charles F. Summer schools. (See Harper s magazine, 
Mar. 1878, 56:501-10) 

Interesting early sketch of the scientific schools, with brief view of the 
whole movement. Illustrated. 

Weeks, Stephen B. Check list of American summer schools. 
(See U. S. — Education, Bureau of. Report for 1894-95, v. 2, p. 
148 3-1 503) 

Includes excellent historical review, list of 319 schools arranged by states; 
bibliography, 2 p. 

Willoughby, Westel W. History of summer schools in the 
United States. (See U. S. — Education, Bureau of. Report for 
1891-92, V. 2, p. 893-959) 

Comprehensive, scholarly monograph, specially valuable for earlier history. 
The schools are classified according to their fundamental character. 

Ill University Extension 

Adams, Herbert B. Progress of university extension. (See N. Y. 
(state) — Home education department. Extension bulletin, no. 
5, p. 179-84) 

Reprinted from Congregationalist, 25 Aug. 1892. 

Brief but adequate statement of results accomplished in the United States. 

Seminary libraries and university extension. 33 p. O. Bait. 

1887. (Johns Hopkins university studies, v. 5, no. 11) 

Early suggestions for popularizing seminary methods. 



86l] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 41 

Adams, Herbert B. University extension and its leaders. (See 
American inoiithly review of reviews, July 1891, 3:593~6o9) 

28 p. O. Alb. 1 89 1. N. Y. state univ. (Extension cir- 
cular no. 10) 

(See N. Y. (state) — Home education department. 

Extension bulletin no. 5, p. 199-224) 

Excellent historical statement of the work in England and its earlier phases 
in America. Received the highest award in competition for prize offered by 
the University of the state of New York. Illustrated in the Review with 
portraits of seventeen leaders, chiefly American. 

University extension in America. (See Forum, July 1891, 

11:510-23) 

16 p. O. Alb. 1891. N. Y. (state) — Home education 



department. (Extension circular no. 2) 

Clear account of the genesis and early development. 

American society for the extension of university teaching. Pro- 
ceedings of the first annual meeting of the national conference 
on university extension, 1891 ; comp. by George Francis James. 
292 p. O. Phil. 1892. Lippincott. 

Bardeen, C. W. University extension. (See School bulletin^ 

July 1 891, 17:123-24) 
8 p. O. Alb. 1891. N. Y. (state) — Home education 

department. (Extension circular no. 4) 
(See N. Y. (state) — Home education department. 

Extension bulletin no. i, p. 44-48) 

Brief review of history and methods. 

Boughton, Willis, and others. University extension, the new- 
system in operation. (See Book news, Sep. 1891, 10:21-46) 

Fifteen articles descriptive of methods of organization, teaching and study. 

Dewey, Melvil. The extension of the University of the state of 
New York. (See N. Y. (state) — University. Proceedings of 
the 27th annual convocation. 1889, P- 73-II5) 

(See N. Y. (state) — University. Regents report 1889, 

p. 73-115) 

Outlines and discusses plans for extending the functions of the university 
through libraries, publications, museums and lectureships. Suggestive and 
valuable. Also printed separately. 

New York's part in university extension. (See Critic, Aug. 

1891, 19:90-91) 

8 p. O. Alb. 1891. N. Y. (state) — Home education 



department. (Extension circular no. 7) 



42 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [862 

Dewey, Melvil. (See N. Y. (state) — Home education department. 
Extension bulletin no. 2, p. 69-74) 

Lucid statement of the nature and limits of the work undertaken by the 
state. 

Frost, William Goodell. University extension in Kentucky. 
(See Outlook, Sep. 1898, 60:73-79) 

Interesting sketch of work among the " mountain whites." Illustrated, 

Harris, William T. The place of university extension in Ameri- 
can education. (See American society for extension of univer- 
sity teaching. Proceedings, 1892, p. 18-31) 

14 p. O. Phil. 1892. Lippincott. 

(See U. S. — Education, Bureau of. Report for 1891-92, 

V. 2, p. 743-52) 

Able discussion of the significance and bearings of the movement. 

Statistics of university extension in the United States. (See 

U. S. — Education, Bureau of. Report for 1889-90, p. 207, 247, 
827-35, II 59-61 ; 1890-91, p. 843-52; 1891-92, p. 742, 751, 983, 
1206-15; 1892-93, p. 1613-17; 1893-94, p. 951-71; 1895-96, 
p. 2008-20) 

Hart, Albert Bushnell. University participation, a substitute for 
university extension. (See Educational review, June 1893, 
6:42-57) 

Fair criticism; urges superior advantages of university courses for teachers, 
in specific subjects; proposes methods. 

Henderson, C. Hanford. University extension. (See Popular 

science monthly, Nov. 1891, 40:1-15) 
15 p. O. N. Y. 1891. Appleton. 

Nationalization of university extension. (See Popular sci- 
ence monthly, Feb. 1892, 40:500-6) 

Favors government support and supervision. 

James, Edmund J. University extension in the United States. 
(See Our day, Feb. 1892, 9:79-85) 

The educational functions of the movement intelligently discussed. 

New career for college men. (See American -monthly review 

of reviews, June 1893, 7:578-80) 

Presents the advantages, opportunities and requirements of extension lec- 
turing as a profession. 

James, George F. cd. Handbook of university extension no. i ; 
being v. i of University extension, July 1891-June 1892. 
34-400 p. O. Phil. 1892. American society for extension of uni- 
versity teaching. 



863] SUMMER SCHOOLS AND UNIVERSITY EXTENSION 43 

James, George F. ed. Ed. 2 enl. 19+425 p. O. Phil. 1893. 
American society for extension of university teaching. 

Miscellaneous papers. 

■— - University extension m America. (See American monthly 
review of reviews, Jan. 1893, 6:701-12) 

Supplements Dr. H. B. Adams's " University extension" audits leaders^ bring- 
ing results down to close of 1892. Fifteen portraits. 

Lamed, J. N. An experiment in university extension. (See 
Library journal, Mar.-Ap. 1888, 1375-76) 

Interesting account of the first library course in the United States. 

Moore, Charlotte Mcllvain. University extension. (See Catholic 
world, Ap. 1893, 57:27-35) 

Favorable Catholic view of the work. Illustrated. 

Moulton, Richard G. The university extension movement. 19 p. 
O. Phil. n. d. 

(See N. Y. (state) — Home education department. 

Extension bulletin no. 5, p. 185-98) 

Clear statement of methods, purposes and spirit. 

Moulton, Richard G. and others. University extension, a series 
of articles on various phases of the movement. (See Book news, 
May 1 89 1, 9:339-80) 

44 p. Q. Phil. 1891. American society for extension of 

university teaching. 

Present value mainly historical. 

N. Y. (state) — Home education department. Development of 
university extension, p. 179-234, O. Alb. 1893. (Extension 
bulletin no. 5) 

Contains Dr. H. B. Adams's Progress of tmiversity extension, his " University 
extension" and its leaders, and R: G. Moulton's University extension movement. 

Report of extension teaching division, 1893-99. O. Alb. 

1894-99. (Extension bulletin nos. 6, 12, 17, 22, 26, 28) 

Details and statistics of work in New York, with annual review of progress 
elsewhere in America and abroad. No. 6 o. p. 

Palmer, George Herbert. Doubts about university extension. 
(See Atlantic monthly. Mar. 1892, 69:367-74) 

Presents the difficulties in the way of finding suitable teachers. 

Problems of university extension. (See Dial, Nov. 1892, 13: 
297-98) 

Forcible statement of present burdens of overworked professors. 

Russell, James E. Extension of university teaching in England 
and America, a study in practical pedagogics, p. 147-253, O. 
Alb. 1 895. N. Y. (state) — Home education department. (Exten- 
sion bulletin no. 10) 



44 SUMMER SCHOOLS AND UNIVERSITY EXTENSION [864 

Russell, James E. Die volks-hochschulen in England & Amerika ; 
deutsch mit anmerkgn. von Otto Wilhelm Beyer. 112 p. O. Lpz. 
1895. R. Voigtl'ander. 2m. 8opf. 

Results of Dr. Russell's observations as special commissioner of the Uni- 
versity of the state of New York to visit Europe and report on whatever 
he might find of most importance to educational institutions in New York. 
Especially valuable for its statements of the results of twenty years of 
university extension, and its conclusions as to pedagogic value. 

Sharp, Katharine Lucinda. Local public libraries and their rela- 
tion to university extension. (See N. Y. (state) — Home educa- 
tion department. Extension bulletin no. 4, p. 147-71) 

A study of plans of co-operation in use in typical libraries. Awarded $100 
prize as the most practical essay on the subjeet. Contains list of authori- 
ties, 2 p. 

Zeublin, Charles. Results and prospects of university extension. 
(See Dial, Ap. 1897, 22:207-9) 

Later developments briefly and intelligently summed up. 



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